Greenlane Childcare Centre - 20/01/2016

1. Evaluation of Greenlane Childcare Centre

How well placed is Greenlane Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Greenlane Childcare Centre in Greenlane, Auckland, is a privately owned centre, located in a renovated bungalow. The centre provides full day education and care and is licensed for 30 children, mostly over two years of age. Teachers respect children as capable and competent learners and communicators. They aim to create a home away from home, where children can learn, be confident and have fun.

Although management roles have changed since ERO’s 2011 review, most teachers have worked together for some years. There have been internal promotions to fill the roles of the centre manager and supervisor. All staff are well qualified and the owner continues to provide good governance and management support for the centre manager.

Extensive improvements have been made to meet the 2008 licensing requirements. The centre has also responded positively to recommendations made in the 2011 ERO report that included strategies for sharing children’s progress with parents. Teachers are continuing to work towards developing learning partnerships with parents. Good teaching practices such as positive relationships and following children’s interests are still evident.

The Review Findings

Families are warmly welcomed at the start of the day. The calm, child-focused environment supports children to create meaningful friendships and play sociably with each other. Children develop a strong sense of belonging and wellbeing in the centre.

Children are friendly, confident and capable learners. They are able to sustain their imaginative play and learning through purposefully selected resources. Regular excursions play an important role in enriching and supporting children’s learning.

Teachers are gentle and affectionate with children. They listen respectfully and carefully to children’s ideas and concerns. Teachers support and extend children’s emerging interests. They promote children’s oral language and encourage children to express themselves. Toddlers have good quality care and learning activities. A programme for older children supports their transition to school.

Teachers provide programmes based on Te Whāriki, the early childhood curriculum. They recognise Te Tiriti o Waitangi as a guiding influence in the curriculum. Te reo and tikanga Māori are included in the daily programme.

The attractive and spacious outdoor environment is well designed. Both inside and outside learning areas offer challenges and resources for children to explore. Wall displays reflect programme activities and children’s learning.

Teachers support parents to manage children’s health and behaviour challenges. Children with special learning needs are well supported in their learning and external support is provided when required.

Parents who spoke to ERO during the review appreciate the frequent opportunities that teachers provide for discussing children’s progress and development. Centre managers are now considering ways to strengthen learning partnerships with families and to recognise and value children’s cultural backgrounds and home languages.

Teachers use learning stories as a way of assessing children’s learning and development. They should now ensure that there is greater consistency in learning stories and that parent aspirations are included. Teachers should also use assessment records to show each child’s progress over time.

The centre manager provides inclusive leadership and values collaborative working approaches. Staff meet regularly to plan activities that reflect children’s strengths and current interests. The programme and resources enhance children’s learning. Teachers could now strengthen their evaluative thinking as they review their teaching and reflect on learning outcomes for children.

Management procedures and recently established self-review systems provide a good framework for centre operations. Strategic and annual plans clearly reflect the centre’s goals. Curriculum priorities should be included into these plans to support high quality learning outcomes for children. The owner and staff will need to explore ways to sustain new management processes to achieve their shared vision of a high performing centre.

Key Next Steps

To support ongoing centre improvement and build sustainable practices, the owner and manager agree that the key next steps are to:

  • strengthen teacher appraisal processes so that appraisal more clearly reflects the centre’s philosophy and strategic goals
  • continue to provide external professional support for the manager and supervisor in their educational leadership roles.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greenlane Childcare Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

To improve current practices, the manager should refine the number of centre policies and procedures and review the policies systematically to ensure the centre is meeting its legal obligations.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Greenlane Childcare Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

20 January 2016

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2. Information about the Early Childhood Service

Location

Greenlane, Auckland

Ministry of Education profile number

20061

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 3 aged under 2

Service roll

36

Gender composition

Boys 21 Girls 15

Ethnic composition

Māori

Pākehā

Indian

3

31

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:8

Better than minimum requirements

Review team on site

October 2015

Date of this report

20 January 2016

Most recent ERO report(s)

Education Review

October 2011

 

Education Review

September 2008

 

Education Review

September 2005

3. General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.